MSU Shared Discovery C Mark R

Student Manuals for Assessment and Promotion (MAP) are available:



The Shared Discovery Curriculum (SDC) at Michigan State University's College of Human Medicine (CHM) represents a radical departure from present educational models, emphasizing usefulness and experience as a framework for adult education. Featuring the blending of curriculum and action, and in explicit distinction to the traditional medical education of the last 80 years, we create a community-focused medical school experience responsive to the health care needs of Michigan and the country – and in the educational best interests of diverse learners.

Educational research tells us:

  • Elaboration, or the active processing of information by learners, enhances understanding
  • Cooperative learning, that is, learning with others, is more effective than learning individually
  • Feedback is one of the most powerful components of learning
  • Mentoring helps to support learners through the use of reflection and feedback, enhances personal and professional development, increases engagement and reduces burnout
  • Engagement is the opposite of burnout and leads to a high level of satisfaction for learners and faculty
  • Learning in a social context focuses attention on learning as a social and collaborative enterprise, rather than an individual experience


The Five CHM Shared Discovery Innovations:

5 Vertical Rings

CHM responded to this research by incorporating five innovations in the Shared Discovery Curriculum:

The Chief Complaints and Concerns
       define the end-competencies of the educational program utilizing an integrative framework centered on what happens in the workplace

Just In Time Medicine
       curricular/assessment software drives the curriculum

Early, Middle and Late Clinical Experiences
are longitudinal and take place in authentic patient care environments where students are useful members of the healthcare team

The Academy and Learning Societies
provide structure for small group learning, educator development, and support in a challenging environment while strengthening the learner/educator dynamic

The Progress Suite of Assessments
ensures assessment across all 4 years with more formative feedback and more robust, less frequent summative assessment